Guide on training methodology for EBMOs

Guide on training methodology for EBMOs

A guide for trainers in EBMOs giving practical advice on how to design, facilitate and deliver training effectively through enhanced learning of the participants.

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The guide comprises explanations, tips, methods and practical tools, which are innovative, have been tested for their effectiveness, and are easy to be applied. Moreover, these tools can be further customized to suit the learning objectives, audience, time availability, resource availability etc.

The Guide’s objective is to enhance the efficiency, quality and attractiveness of training services delivered by EBMOs through greater impact on participants’ learning.

The guide comprises different sections

A refresher on fundamental concepts of training and learning and the role of the trainer and how to apply them in the framework of adult learning. It highlights the characteristics of adult learners, need to formulate learning outcomes and the business case for using participatory methods for delivery.

A step-by-step methodology on how to design a training workshop (eg. Learning Management Cycle) or adapt a current one. For each step, the objectives, benefits and possible available tools are specified. 

How to integrate Adult Learning Methodologies in training workshops on the fours core topics mentioned above. Methodologies are proposed in function of their objective and the impact that can be expected from using them. The rationale is to propose new, diversified and more effective learning methods to the trainers to replace frontal teaching methods (based on PowerPoint presentations) widely used so far. Concrete examples of how to develop and use questioning, case studies, group works in different forms, pre and post workshop assignments etc. are given. Both face-to-face and online learning methodologies have been explored. Starting from there, the Guide demonstrates techniques to make materials more flexible, adapted to leaners’ needs, engaging etc.

 
Part 1

A refresher on fundamental concepts of training and learning and the role of the trainer and how to apply them in the framework of adult learning.

When we speak about learning, we speak of something familiar to all of us. Nevertheless, it remains hard to define unequivocally what learning is, as well as how to measure that learning has occurred. Theorists have defined learning in numerous ways, focusing on various aspects and approaches to assess its occurrence. But just as there are many disciplines interested in the subject of learning—psychology, neuroscience, behavioral ecology, evolutionary theory, and computer science to name a few—so there are many definitions for learning

 
Part 2

A step-by-step methodology on how to design a training workshop.

When speaking of providing learning, we must take into account that delivering the training/course is actually an intermediate step to a broader process. It represents neither the start nor the end of our cycle. To easily navigate all the stages and phases of Learning Management, we can use the ADDIE model, an instructional design tool.

 
Part 3

How to integrate Adult Learning Methodologies in training workshops.

Face-to-face learning, blended learning and eLearning are all very different learning environments and contexts. Nevertheless, participatory methods can be used in each of these settings and adapted to diverse types of training delivery.